Subjects
faculty–librarian collaboration, assignment design, information literacy, librarian expertise, faculty perceptions, incentivized programs
Document Type
Innovative Practice
Abstract
Frequently, information literacy instruction takes the form of a one-shot library session with minimal collaboration between librarians and teaching faculty. To offer an alternative to this model, librarians implemented the Information Literacy Mini-Grant; an incentivized program inviting teaching faculty to collaborate with librarians to redesign an assignment to integrate information literacy into their course. Following the semester-long collaboration, teaching faculty provided written feedback and participated in a panel discussion to share their experiences with the program. This case study examines teaching faculty’s perceptions of collaborating with librarians in the pilot year of the program. Teaching faculty’s feedback provided insights into their perceptions of librarians, their thoughts regarding librarians’ unique expertise as pedagogical partners, and the challenges of collaborations. This case study considers the successes and challenges of the program and provides recommendations for future faculty-librarian collaborations that position librarians as partners in student learning.
DOI
10.15760/comminfolit.2022.16.2.5
Persistent Identifier
https://archives.pdx.edu/ds/psu/38983
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
Recommended Citation
Becker, J. K., Bishop Simmons, S., Fox, N., Back, A., & Reyes, B. M. (2022). Incentivizing Information Literacy Integration: A Case Study on Faculty–Librarian Collaboration. Communications in Information Literacy, 16 (2), 167–181. https://doi.org/10.15760/comminfolit.2022.16.2.5